Chapter 2 knowledge check for home work PDF

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Chapter 2 knowledge check for home work Chapter2 knowledge check for home workChapter 2 knowledge check for home work...

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Attitudes. The following are some critical-thinking attitudes (Paul, 1990; Paul & Elder, 2010):

■ ■ ■ Knowledge Check— Answers (Volume 1) KNOWLEDGE CHECK 2-1 • Define critical thinking in your own words. Answer: Because this is in your own words, it cannot be “wrong.” However, you should have included some of the ideas discussed in the textbook. For example: thinking about your thinking, trying to make your thinking unbiased and fair, having a questioning/ inquiring attitude, not jumping to conclusions, reasoned thinking, reflective thinking, and problem-solving. • List five skills or attitudes that reflect critical thinking. Answer: Skills. The following are examples of criticalthinking skills: • Objectively gathering information on a problem or issue • Recognizing the need for more information

• Intellectual Autonomy. Critical thinkers do not believe everything they are told; they do not just go along with the crowd. They listen to what others think and they learn from new ideas. They do not accept or reject an idea before they understand it. Nurses should challenge actions and policies that have no logical support. • Intellectual curiosity. Critical thinkers love to learn new things. They are naturally inquisitive and frequently think or ask, “What if . . . ?” “How could we do this differently?” or “How does this work?” • Intellectual humility. Critical thinkers are aware that they do not know everything, and they are not embarrassed to ask for help when they don’t know. They reevaluate their conclusions or chosen course of action in light of new information and are willing to admit when they are wrong. However, this trait does not imply ambivalence or apathy. • Intellectual empathy. Critical thinkers try to understand the feelings and perceptions of others and to expand their perspective toward a worldview. They try to view a situation as another person sees it.

• Evaluating the credibility and usefulness of sources of information • Recognizing gaps in one’s own knowledge • Listening carefully; reading thoughtfully • Separating relevant from irrelevant data, important from unimportant data • Organizing or grouping information in meaningful ways • Making inferences (tentative conclusions) about the meaning of the information • Integrating new information with prior knowledge • Visualizing potential solutions to a problem • Exploring the advantages, disadvantages, and consequences of each potential action • Recognizing differences and similarities among things or situations

• Intellectual courage. Critical thinkers consider and examine their own values and beliefs, as well as viewpoints of others, even when this is uncomfortable. They are willing to rethink, and even reject, previously held beliefs that are not well justified. Without intellectual courage, people become resistant to change. • Intellectual perseverance. Critical thinkers don’t settle for the quick, obvious answer. They do not jump to conclusions. Important questions are usually complex; critical thinkers are willing to contemplate and consider alternate ideas. They investigate thoroughly, even when this takes a great deal of effort and time.

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• Fair-mindedness. Critical thinkers try to make impartial judgments. They consider various viewpoints fairly, realizing that personal biases, customs, and social pressures can influence their thinking. They examine their own biases each time they make a decision. • Intellectual integrity. Critical thinkers hold themselves to a high standard of thinking and use these high standards on every situation and every person. They also admit when there are inconsistencies in their thoughts and actions. • Confidence in Reasoning. Critical thinkers rely on the critical thinking process and trust in their own reasoning.

KNOWLEDGE CHECK 2-2 Think about the following discussion of applying the five points of the critical-thinking model (paragraphs in the text, repeated below), and identify the actions that demonstrate use of each of the four types of knowledge (theoretical, practical, ethical, and selfknowledge): Let’s apply the critical thinking model to a familiar situation. Soon you will begin your clinical rotations, if you have not already done so. Many students find this exciting, yet somewhat intimidating. How could you use the five points of the critical-thinking star (Fig. 2-1 in Volume 1 of your book) to approach your first clinical day so that you will be well prepared and able to function safely? 1. Contextual Awareness. One of the first things you need to consider is your usual response to new experiences. How do you react to change? What other tasks or assignments do you have that will dictate the timing of your preparation? Have you had any previous experiences that will aid or hamper you in your preparation? What beliefs and assumptions do you have that may affect the way you prepare for your first day of patient care? As you consider these questions, you are addressing the star point of contextual awareness. 2. Using Credible Sources. You need to gather accurate information about the clinical experience. Base your inquiry on credible sources. Consider these examples: • Ask your instructor for guidance on how to best prepare. • Consult a student who has successfully completed the same course. You will also need accurate information about the clients who have been assigned to you. Use only

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knowledgeable, reliable sources, such as the following: • The client’s chart • Certain Internet sites • Nursing texts and journals (not popular, nonscholarly magazines, such as Parents) After you have more information, reexamine your response to the situation. You may find that you are feeling less anxious already! All of this is a part of inquiry. 3. Exploring Alternatives and Analyzing Assumptions. Now that you know something about the clinical experience, you can plan your day. You need to consider alternatives and analyze your assumptions about the experience. • What is expected of you? • What do you expect from the experience? • How should you approach your client? • How will you introduce yourself? • Could you approach your client or introduce yourself in other ways? • What could affect your introduction? 4. Reflecting and Deciding. After you have addressed these concerns, quickly review your preparation (reflective skepticism). • Have you gathered enough information to feel comfortable in the situation? • Have you left anything out? Do you need more information? Answer: This was a demonstration of how you might apply the critical-thinking model to a real experience. In this example, you also used theoretical, practical, personal, and ethical knowledge. • Paragraph 1, on contextual awareness, also illustrates the use of self-knowledge, as does the paragraph on credible sources, in the last sentence when you reassess your anxiety. • Paragraph 2, on credible sources, shows the student acquiring theoretical knowledge. • Paragraph 3, about exploring alternatives and analyzing assumptions, refers to practical knowledge (skills, or “knowing how”). • Paragraph 4, on reflecting and deciding, probably uses practical knowledge (knowledge of decision-making processes, nursing process, etc.) and self-knowledge (thinking about your thinking). • The first paragraph demonstrates ethical knowledge when it talks about being well

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prepared and able to function safely. The ANA Code of Ethics requires this of nurses.

KNOWLEDGE CHECK 2-3 • List the six phases of the nursing process. Answers: • Assessment • Analysis/Diagnosis • Planning outcomes • Planning interventions

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• Implementation • Evaluation In which stage does the nurse collect data? Answer: Assessment Which stage involves problem identification? Answer: Diagnosis What does the nurse do in the evaluation step? Answer: Reassesses the patient to see whether desired outcomes have been met; revises the care plan, if necessary. True or False: Nursing process phases must be performed in order. Answer: False. The steps may not be used in exact order, although they follow a logical progression. They may even occur at the same time (e.g., assessing while perform a nursing treatment—assessment and implementation).

KNOWLEDGE CHECK 2-4 • What are the four main concepts of the fullspectrum model of nursing? Answer: The four main concepts of the full-spectrum model are thinking, doing, caring, patient situation (or context). • Where do the four types of nursing knowledge fit into the full-spectrum model? Answer • Theoretical knowledge fits into thinking. • Practical knowledge fits into doing. • Self-knowledge and ethical knowledge fit into caring. • All types of knowledge are applied to the patient situation (context)

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• What is the ultimate purpose of full-spectrum nursing? Answer The ultimate purpose of full-spectrum nursing is to achieve safe, effective care and to achieve good patient outcomes.

■ ■ ■ Think Like a Nurse— Suggested Responses (Volume 1) Because these are critical-thinking questions, they usually do not have a single right answer. Discuss the questions with your peers—discussion can stimulate critical thinking.

THINK LIKE A NURSE 2-1 It’s a pleasant Saturday afternoon, and you’re meeting with an old friend whom you haven’t seen in 2 years. She says, “I hear you’ve decided to become a nurse. What made you choose that? I don’t think I could be around people who are sick and in pain. Hospitals are such sad places.” To respond to her, you will need to consider your motivation for becoming a nurse and your beliefs about the profession. How would you reply to her question? Suggested response: Answers will vary. All answers are correct. You may respond, “I like working with people,” or “I have always been interested in how the human body works,” or even “I thought it would be a good way to have job security.”

THINK LIKE A NURSE 2-2 Responses will vary. Examples of responses are provided. • What factors or persons influenced your decision to be a nurse? Suggested response: Answers will vary to this question. You may be influenced by friends or family members who are or have been nurses. Other students may have talked to a school counselor. Sometimes students have healthcare experiences as a patient or when a family member is hospitalized. • Have others asked you why you chose to become a nurse? How have the reactions you received before colored your explanation of your career choice? Suggested response: Any answer is correct, as long as you identify your feelings about this career choice and relate the © 2020. Davis Advantage for Fundamentals of Nursing, F.A. Davis Company.

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answer to that. For example, a student might say, “I feel excited and proud about becoming a nurse” and “I would say to my friend, ‘Of course there is sadness and pain sometimes, but think how good you would feel if you could make that better for someone.’” What makes this situation similar to or different from your prior experiences? Suggested response: Your class’s answers will vary from “Nothing. I’ve had positive responses about this, as I usually do” to “Nobody thinks I’m cut out to be a nurse. This is the first time anyone has suggested I might not be able to do something I want to do.” What are some reasons do your think other people want to become a nurse? Are these reasons similar or different than why you want to become a nurse? Suggested response: Any answer is correct. Your class’s answers will vary from “They want to help people” to “They want stable employment”. Compare your reasons for becoming a nurse to why you think other people want to become a nurse. Some answers will be similar and others will be different. What’s important in this situation? Suggested response: Answers will vary. For example, you might say, “It’s important to me that my friend understands that there is more to nursing than dealing with sadness and pain.” Of the possible answers you are considering, which answer best reflects your true feelings about your career choice? Why are the other answers not appropriate? Suggested response: Answers will vary. You may feel that you are going into nursing to help people, or you may want to become a nurse because you feel called to this profession, or you may want to become a nurse because your grandmother was a nurse (answers will vary). Only you know what answer best reflects you true feelings and why the other answers are not appropriate. What beliefs and assumptions are coloring your response? Suggested response: Answers will vary. You may believe that nursing is a divine calling or you assume nurses make a great deal of money. Also, you may believe that your friend would be offended if you said it provided a stable income. Your belief on how your friend will respond to your answer will affect what you say. Any beliefs or assumptions about nursing can affect your response on why you want to become a nurse.

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THINK LIKE A NURSE 2-3 What is your image of nursing? List at least five attributes a nurse should have and at least five responsibilities that you consider to be part of nursing. Suggested response: Attributes might include intelligence, independence, caring, strength, physical dexterity, and patience. Responsibilities might include giving medications, performing treatments for patients, teaching patients to care for themselves, listening to patients and families, changing dressings, and taking vital signs. Answers may be global (assessing for changes in the patient’s health status) to specific (taking vital signs).

THINK LIKE A NURSE 2-4 Write a short scenario (story) about a nurse that illustrates one of the reasons why nurses need to be critical thinkers. Suggested response: Any scenario that illustrates a critical-thinking characteristic or skill will do. For example, you might say, “A nurse had several patients to care for. One was very ill, another was very anxious. She also had to give medications for all the patients. She used critical thinking when she prioritized her care for the day and decided what was most important to do first and what things could wait until later in the day.” Another, more detailed example that you can consider is the following: “When a nurse received her patient assignment at change of shift, she was told that she and a nursing assistant would be responsible for seven patients. Four of the patients were unable to get out of bed without help, two others required help with hygiene, and another was confused and tended to wander about the unit. The nurse had planned to have the unlicensed assistive personnel [UAP] perform vital signs for all the patients and bed baths for the four confined to bed. The nurse would manage medications and treatments and prepare patients for diagnostic tests and surgery. She expected to admit a new patient to the unit after lunch. However, shortly after shift report, the UAP became ill and had to go home. It wasn’t likely that anyone else would be coming to the unit to help out. The nurse could not do everything by herself, so she had to prioritize her work and decide what was absolutely essential to do. Perhaps not all of the patients would get a full bath that day.”

THINK LIKE A NURSE 2-5 Practice your critical thinking. What questions should you ask about the following paragraph from Chapter 2 of Volume 1? For hints, look at Figure 2-1 and Box 2-2,

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in Volume 1. An obvious first question might be, “Do I know what the ANA is and what it does?” “Nursing process is a systematic problem-solving process that guides all nursing actions. It is the type of thinking and doing nurses use in their practice. In fact, the American Nurses Association (ANA) organizes its standards of care around the nursing process (ANA, 2015).” Suggested response: When evaluating the paragraph, you should ask the credibility of the sources cited. and ask yourself whether you have enough information about the ANA to judge their credibility. Do you know what the ANA is? What they do? Who are their members? What are standards of practice, and who decides what will be included in them? What effect do they have on what you will be doing as a nurse? Those are the kinds of questions you should ask when you see such statements. If you have read Chapter 1 in Volume 1, you can probably answer most of these questions. You will see standards of care and practice quoted in chapters throughout this book, beginning in Chapter 3.

THINK LIKE A NURSE 2-6 • Using the five components of caring, how can you show caring to your patient? Answer: The five components of caring are knowing, being with, doing for, enabling, and maintaining belief. You can show caring to your patient by striving to understand the patient’s perspective of what is going on (knowing) and by being emotionally present with your patient (making eye contact, open body position, taking time to actively listen)(being with). You can also show that you care for your patient when do things for them that they can no longer do for themselves, like bathing or feeding (doing for). You can also help the patient to cope with the changes that the illness or hospitalization has created (enabling). Lastly, you show caring when you have faith in them to get through the change or the event and believe in them (maintaining belief).

■ ■ ■ Toward Evidence-Based Practice—Suggested Responses (Volume 1) Paré, J.M., Sharp, D.B., & Petersen, P. (2017). A story of emergent leadership: Lived experiences of nurses in a critical access hospital. Journal of Rural Nursing & Health Care, 17(2), 103-125.

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The purpose of this qualitative study was to understand the lived experiences of nurses working a predominantly rural care setting. Researchers used open-ended questions to interview nurse subjects about what it is like to be a nurse in a rural setting. They identified five major categories that related to being a nurse in a rural care setting: (1) self-reliance; (2) social responsibility; (3) empathy; (4) isolation, and (5) emergent leadership. 1. What examples of full-spectrum nursing can you see in the five categories identified? Suggested responses: Possible responses include the following: • Thinking (Critical thinking): Category 1 & 5, self-reliance and emergent leadership, may require using the critical-thinking skills and attitudes described in Chapter 2 of your textbook (e.g., independent thinking, fairmindedness, contextual awareness, considering alternatives, analyzing assumptions, reflecting skeptically, and deciding what to do). • Thinking (Nursing Knowledge): Category 1 & 5, self-reliance and emergent leadership, most likely would require the nurse to use both theoretical knowledge and practical knowledge (e.g., of nursing skills) in her care. • Doing (Nursing Process): Category 1 & 2, selfreliance and social responsibility, would undoubtedly require use of nursing process (data collection, diagnosing, planning, implementing, and evaluating care). • Caring (Self-Knowledge and Ethical Knowledge): Category 2 & 3(social responsibility, and empathy) involves self-knowledge and ethical knowledge in order to interact in a caring manner with their patients. • Patient situation (Context): Category 4 (isolation) indicates that the nurse’s environment surrounding the care she gives to the patient can affect their care. 2. Based on this abstract, which of the following questions might this study...